Here is the discussion about the process of teaching the topic of global warming to the students of class 7. In order to teach this topic, a detailed teaching plan has been prepared. The relevant learning principles of the British Columbia curriculum have been explained.

Key Highlights

The approach would be inquiry-based classroom resources and teaching strategies around the concept of global warming to help students develop an understanding of the key topic and the causes and impact of these issues on human life. Global warming has great impact on the lives of living beings. Thus, there is a great need to take initiatives regarding this.

Key Questions

Q1: What is global warming?

Q2: What are the causes of global warming?

Q3: What are the impacts of global warming?

Q4: Are climate change and global warming the same thing?

Q5: How can we save the earth from global warming?

Based upon these key questions the students will be able to explore the environmental issues of global warming and try to delve into a better understanding of the kind of role human society in which they survive is a vital causative agent behind this issue. This particular phase would involve an exploration of children towards an environmental aspect that is crucial and is required to be known of the initiatives for saving the earth and the environment from such challenging issues.

Broad stroke plans

Plan

With an aim to teach the students about global warming, a lesson has been prepared in which resources would be used like picture books, short animated movies, and simple experiments of global warming. The plan has been developed under the inquiry based learning principles so that the students are able address the concerned topic by a rationalist approach in which inquiry is given significant importance . Students are able to learn and memorize things easily based on what they have seen. The lesson needs to be attractive and informative so that these create curiosity and interest amongst the students. By keeping this in mind, the lesson plan has been prepared by including these resources. Apart from these resources, the regular class resources would be used, like activities (collage making on global warming), coloring the pages etc. While using these resources, the students will be divided into small groups so that it is easier for the teacher to give the best possible attention to the students. These identified resources will certainly help the class 7 students to develop a concept of global warming. It is necessary for the students to be familiar with these emerging issues of the earth that can create threats for their future. Through these resources, the students will be able to learn about global warming and its various consequences on human life and on the planet. Assessments will be a part of this plan. In order to understand the growth and learning of the students, assessments will be conducted at the end of this lesson. With the help of this plan students will no longer taught superficially about the discoveries instead they will be encouraged to learn themselves with prominent efforts (Clifford & Friesen, 1995).

Resources Examples

Picture Book

 

 

 

( Figure 1: Picture Book)

After reading the picture book share your ideas about the bear’s battle against human beings? Is he right or wrong on his own perspective?

Animated movies-

After viewing the video, Answers some questions and fill in the blanks-

• Which gases are responsible for greenhouse effect?
• Smoke from vehicles causes increase in …………level.
• Why should we plant trees?
• Human beings are cutting …………… for roads and buildings leading to………..
• Layers of …………gases becoming thicker around earth.
• What are the various steps to reduce global warming?

Simple Experiment-

                                                                                        (Figure 2: Global warming experiment)

This experiment states the condition of global warming in a jar. To know more about this experiment, click on the link given below and after performing the experiment, answer the questions given in pdf.

http://peabody.yale.edu/sites/default/files/documents/education/Global%20Warming%20In%20A%20Jar.pdf

Possibilities and concern

According to the above plan, the possibilities that are lying in the context is that the students will be able to learn about global warming and its effects on human life. The possible areas of learning would be developing concepts about global warming and its possible implications on the planet. As far as the concerns are concerned the possible challenges that might come across is the outcome of the learning, students’ development of knowledge on global warming. The students might not be able to express their learning through words.

Relevant learning principles

K-12 core competencies

According to the British Columbia curriculum, the K-12 core competencies that would be best suited for the current context questioning and predicting. Under this particular core competency the basic foundation would be laid on developing the intellectual curiosity of the students about the environmental topic of global warming. In addition to this they will be able to make predictions about the findings they gather about global warming (www.curriculum.gov.bc.ca, 2020).

Big Ideas

The major big ideas that the students will be able to understand will be regarding Earth’s climatic changes and the manner in which the climate have changed over geological time. By applying their own concept and lesson gained from the teacher, the students will be able to know how the practices of human have caused the change in the climate one of which outcome has been global warming (www.curriculum.gov.bc.ca, 2020).

Learning Standards for Curricular Content

By the application of this principle that is included in the above plan, the standard 7 students will feel a state of curiosity about the causes of global warming from their personal level of interest. They can make predictions about the findings of their questions to the teacher. Based on their personal level investigation, the students will develop ethical considerations in regards to the environment and its natural resources. Gacoin (2018) commented as the curriculum process moves from development to implementation, the insights of Provincial Curriculum Development Team members can deepen our understanding of opportunities.

First peoples principles for learning

According to this principle, the teachers need to teach the students based on their grades. Students’ learning capacity and ability to develop ideas about global warming are dependent on their social and personal competencies. The above plan has taken into consideration this competency for helping the students to care for them and for the environment.

Current understanding of inquiry-based pedagogy

Based on the above-analysis it could be mentioned that inquiry-based pedagogy is based around a set of learning and teaching strategies that involve student-centric investigation and research that encourages metacognitive thinking process, discussion, the adaptation of knowledge, and outcome (Khalaf, 2018). This approach gives importance to students’ engagement in the learning process. It is a kind of collaborative approach of teaching and learning where the students ask questions, share their ideas instead of teachers telling the students what they need to know about a lesson or chapter. It prepares the students’ brain and mind to learn things by themselves and by involving in the discussion in order to strengthen students’ understanding process.A learning that enables critical thinking is necessary is important over the traditional approaches to education is one of the primary concerns that have been reflected by the newly emerging insights and empirical findings in the learning science. This is what has been a key characteristic of the inquiry based pedagogy as it advocates that students develop competencies through the process of inquiry and discovery (Friesen & Scott, 2013). The inquiry based pedagogy critical thinking, flexible problem solving, and the transfer of skills and use of knowledge in new situations which is vital for students of this era owing to the greater emphasis being given to rationalistic learning.  Acknowledging the uncertainty of life and the kind of complexity it hold realizing it after year of learning the inquiry based pedagogies have one come up with the necessity of the students to learn to understand the unpredictability and complexities by the way of inquiry (Bai, 2021).

Conclusion

The concerned teaching plan can be concluded on the notion that this would be an effective method for helping the students to develop the concept of global warming, its causes, impact, and its possible solution. The lesson plan has been prepared by considering the teaching principles of the BC curriculum.